Increasing the Effectiveness of Pedagogical Technologies in Education: Psychological Experience of Technological Change Management

This paper investigates the psychology of change management involving a technological in educational organization and administrative teaching staff. In particular, delineates staff’s psychological experience regarding incorporation pedagogical technologies. this regard, article provides theoretical support based on stimulus-organism-response theory, self-efficacy, acceptance model develops model. A quantitative approach was applied to test model, research assumptions were drawn from aforementioned theories. Particularly, disruptive statistics correlation analysis employed assumption empirically by collecting data 500 staff members. The results highlight that response serves as antecedent effectiveness technologies, whereby positive responses (happiness, inspiration, or drive) would increase effectiveness, while negative (anxiety, stress, discomfort) decrease it. depends perceived self-efficacy ease use staff, whose lower levels two raise response. Generally, it is essential effectively manage well-being reducing their developing competence (self-efficacy ability with ease). Doi: 10.28991/ESJ-2023-SIED2-05 Full Text: PDF